Teacher Candidate: Amber Jordan Lesson # __4__ Subject/Grade: Social Studies/Second Date and Time of Lesson: November 12,

2013 10:30 am Learning Objective: Students will be able to successfully identify on a map the location of the local community, state, nation, and continent. Alignment with Standards: South Carolina Social Studies Academic Standards 2-1.5 Identify on a map or globe the location of his or her local community, state, nation, and continent. South Carolina Academic Standards for the Visual and Performing Arts VA2-5.1 Identify purposes for the creation of works of visual art. Developmental Appropriateness or Cross-curricular connections: Learning objectives are appropriate for development because they state exactly what the students should know after given a lesson on the standards. Prerequisite knowledge is important for students to be able to understand the lesson being taught. Prerequisite knowledge gives students knowledge that they can build off of. For example, in Kindergarten students had to identify their home, school, neighborhood, and city on a map. By accomplishing this, we can now move on to learn how to identify bigger places in the environment such as the nation or continent. This lesson will present the students a way of understanding exactly where they are by identifying it on a map. They will identify the local community, state, nation, and continent using maps. This is essential for students to know so that they will understand their location. They will also be able to give a simple definition of a community, state, nation, and continent. These are important so that students can understand the connections between communities and the environments around them. Assessment(s) of the Objectives: Lesson Objective(s) Students will be able to successfully identify on a map the location of the local community, state, nation, and continent. Assessment(s) of the Objective(s) Pre-Assessment- Students will be given a map to identify a familiar area of the local community using a legend and basic map symbols. During AssessmentStudents will be assessed on if they can identify the correct places on their circle flip book. Post Assessment- Students will be given a review sheet that will review the lesson of the community, state, nation, and continent. Use of Formative Assessment Observations and assessments will provide data to plan future lessons based on if the students understand the material or not. If students are still struggling, further lessons will be planned to ensure students understand the concepts.

Accommodations: Accommodations will be made for any student that may need it. For both, the speech and the ESOL students, I will provide them with examples by modeling exactly what we are learning. During this lesson, I will allow all students to brainstorm with a partner throughout the lesson. This will give both the speech and ESOL students a way to think with a partner about the lesson. As always, they will have their buddy partners to ask questions. The extended resource student should not be in the classroom, but if the student is, I will give extra help when needed. Early finishers will illustrate a picture of their community and/or state. After they have illustrated their picture, they will write two to three sentences about their picture and something they learned today through the lesson. Slower paced learners will be given extra time after lunch to finish their activity and worksheet. All learning styles will be addressed throughout the lesson by having a hands-on activity, listening to the material, and seeing examples of the material being taught. Materials: Copy of lesson plan Scissors Glue Crayons Circle Flip Book (one per student) Sheets with maps on it (one per student) Our Community, State, Nation, and Continent Review Sheet (One per student) Smart Board with various pictures Pencils Procedures: 1. Prior to the lesson, on the day before, students will be given a map to identify a familiar area in the community using a legend and basic map symbols. This will assess if the students can read and use a map and its features. This will allow me to see if the students will be ready for our lesson and if we need to review using maps. 2. On the day of the lesson, have students to start by sitting on the rug in front of the smart board. Students should sit quietly, legs crossed, and have their eyes on the teacher. This will be a whole class instruction time. 3. To get students engaged in the lesson, I will show a picture of a community. This will be a picture of my town square in Belton, South Carolina. Students will partner talk to one another and pick different places that may be familiar to them and that may be similar to Uptown Greenwood. This will include a bank, apartments, hair salon, museums, tanning salons, places to eat, etc. After students have discussed the picture and compared it to Uptown Greenwood, we will talk about how they are alike and different. 4. I will then introduce them to the term community and tell them that this picture is an example of a community. We will then discuss the definition of a community. (A group of people living together in one place) I will then express to them that communities are everywhere. I will ask students to name places in the community of Greenwood such as Walmart, different schools, fire departments, police departments, etc. 5. Next, we will discuss states. I will show students a map of the United States of America. We will identify our state, South Carolina. I will pick a student to color in our state, South Carolina. We will identify a few other states around South Carolina to help explain what a state is. I will ask students if they can name something that South Carolina is famous for such as Myrtle Beach or Charleston. 6. After discussing states, we will discuss the term nation. I will show a picture of the United States of

America with people standing in it. This defines a nation because all the people in the United States represent a nation. I will also define a nation as a community of people who share a common language, culture, ethnicity, descent, and/or history. 7. The last part we will cover is a continent. I will ask students if they can tell me what a continent is and what continent we live on. I will provide a picture of all the continents and a student will color North America in on the smart board. We will discuss that a continent is a large land mass. 8. After we have looked at all four of these, we will discuss them. We will discuss the four by arranging them from smallest to largest. This will be a list: community, state, nation, and continent. I will ask students to help me figure out why the community is the smallest, and the continents are the biggest. I will tell students that the continent is the biggest because a nation, state, and communities make up continents. 9. Before students leave the carpet to go back to their desks, I will model an example of what they will be creating at their desk individually to help them understand communities. We will also answer questions such as, What is a community, state, nation, and a continent? Students will give me examples of each and give me features of each. We will discuss the examples that pertain to us such as Greenwood, South Carolina, the USA, and North America. Some of the features might be Greenwood has a lake, South Carolina has oceans, our nation is made up of many different people that share the same backgrounds, and North America is not only made up of the United States but it is much bigger than the United States. 10. At their desks students will be given a circle flip book. This flip book is simply a book made of circles that has our community, our state, our nation, and our continent written on different circles. Students will be given a sheet with different maps that will help students identify their community (Greenwood), their state (South Carolina), their nation (the USA and all the people with in it), and their continent (North America). Each of these will be cut out individually and then pasted onto the correct circle that it belongs. Students will color each of these to be more appealing and to help them remember each of them. Before students receive their review sheets, we will discuss each of the definitions of a community (a group of people living together in one place), state (any one of the fifty states in America), nation (a community of people who share a common language, culture, ethnicity, descent, and/or history), and a continent (a large land mass). 11. After students have completed their circle flip book, students will be given a review sheet that will include questions about the lesson. The students will write in or circle the correct answer to the questions. These will be taken up to assess what students have learned through the lesson. 12. If students finish early they will be instructed to illustrate a picture of their community and/or state. After they have illustrated their picture, they will write two to three sentences about their picture and something they learned today through the lesson. Activity Analysis: Circle Flip Book Creating this flip book is designed to give students a visual aid to help understand the concept of their local community, state, nation, and continent. The different levels or sizes of each circle allows the students to visualize that the continent is the largest and the community is the smallest. The main point that the circles represent is the continent is made up of the nation, the nation is made up of the states, and the states are made up of communities. This visual aid helps to grasp the concept of all of that. By having a visual of this, they will be able to remember each of them. This is also to help them learn different information that pertains to them and is essential for them to know. This activity is also fun for students since they are able to cut, glue, and color their activity. Technology will not be used during this particular activity as there is no need to use it.

Our Community, State, Nation, and Continent Review Sheet The review sheet is implemented to allow me to assess exactly what the students learned as well as what they are struggling with. This review sheet will be our follow up to the lesson to close the lesson. The students review sheets will have the students to recall everything that was presented during the lesson and they will be able to recognize and answer the information on the review sheet. This activity will also provide those that have finished early, something to do and focus on. No technology will be used, this is student based only. References: Bates, J. (2012, November 24). Me on the map unit. Retrieved from http://finallyinfirst.blogspot.com/2012_11_01_archive.html

Our Community, State, Nation, and Continent Review Sheet

Name____________________________

Date___________________

1. I live in the community of ____________________________.

2. The state I live in is _________________________________.

3. Our ___________________ is a community of people who share a common language, culture, ethnicity, descent, and/or history.

4. We live on what continent? ___________________________________

5. A group of people living together in one place is called a ______________________. a. Community b. State c. Nation d. Continent

6. A large land mass is a _________________________. a. Nation b. State c. Continent d. Community

Example of Circle Book: